International Student’s Academic Achievement: Contribution of Gender, Self-efficacy and Socio-cultural Adjustment

Abstract

International students who pursue their education in other country have to cope various challenges related to their adjustment. Successful adjustment to higher learning institution becomes an important issue, failure to which may hinder self-efficacy and their academic achievement. Aim of current research is to investigate the influence of self-efficacy, and socio-cultural adjustment on their academic achievement among International students in Malaysia. Two hundreds International students were randomly selected from the Kuala Lumpur, Out of these 100 belongs to male and 100 belong to female category. The age range of the respondents are 17 to 27 years (Mean=20.55). Various psychological constructs were used to assess the studied variables. Correlational and regression statistical analysis were applied. Findings reveal significant positive correlation in academic achievement with socio-cultural adjustment and self-efficacy. Gender, self-efficacy and socio-cultural adjustment significantly predicts students' academic achievement. Findings proved gender, self-efficacy and socio-cultural adjustment significantly effecting International student's academic achievement among International students in Malaysia. Implications for International students are significant in terms of countering adjustment problems by developing self-efficacy and cultural values as a result academic achievement may improve.

Experiences and Adjustment Challenges of Nigerian International Students in United Kingdom Higher Institutions

“…However, it found gender of an international student to be associated with academic problems. This finding is consistent with Wang's (2009) study, who found that gender is a significant predictor of international students' acculturation difficulty; and academic achievement (Khan, Hamdan, Ahmad & Mustaffa, 2015). In the views of Contreras-Aguirre and Gonzalez Y Gonzalez, (2017), female students' self esteem and low resilience could be responsible for why they face greater academic challenges, and general settlement issues.…”

“…There is a wealth of studies on the experiences of international students in foreign institutions, however, studies focusing mainly on Nigerian students' experiences have been modest. Such studies have explored Turkish students (Duru & Poyrazli, 2007); Asia, South America and Europe (Wang, 2009); Malaysia (Khan, Hamdan, Ahmad & Mustaffa, 2015); United states (Contreras-Aguirre & Gonzalez Y Gonzalez, 2017; Poyrazli & Grahame, 2007;Trice, 2004). Given the recent influx of Nigerian students to foreign institutions, it is of great importance to explore their experiences to guide future international students studying in the same or similar regions of the world.…”

The Socio-cultural Factors that Influence Academic Performance of Public Primary Schools in Murang'a South Sub County, Kenya

“…Culture is about a people's way of life, their heritage and language; pride and uniqueness as a people (Li & Ruan, 2015). Traditional ceremonies including weddings and commitment, funerals and memorials, baby naming and adoptions are often attended by all persons (Khan, et al, 2015). Each ceremony is personalized to reflect the needs, beliefs and values of the couple or family.…”

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

“…However, an inability to achieve such academic goals may create anxiety and sense of lacking self-confidence, and may also affect the funding which the learners receive from their families. Further, learners might lose their incentive towards study and motivation to study hard and spend more time in studying when they do not achieve their academic goals [40,[45][46][47][48].…”